Student Work Analysis

Michelle Jelletich

Connie:
Knowledge:
-Able to add and subtract to the hundreds place.
-Understands regrouping.
-Has an organized procedure by crossing out as she borrows and writes
the number over the top.
Struggling:
-Procedural problem on 12& 29, due to leaving out part of the problem.
-On 33 & 34, has difficulties with directions and possibly the concept of
estimation.
Action Plan:
-Perform two written questions on a reteach where estimation is
included.

Genara:
Knowledge:
-Able to subtract if borrowing is not required.
Struggling:
-Procedural errors by subtracting the top number from the bottom
number.
-Procedural error by struggling with regrouping.
-Procedural error where she does not always read the correct
procedural sign, subtracts when she should add.
Action Plan:
-Have a one-to-one conversation, having the student explain and
demonstrate thinking through step-by-step.
-Subtraction facts review
-Work with manipulatives, possibly place value blocks

Juan:
Knowledge:
-Is able to line up his numbers underneath one another.

Struggling:
- Conceptual errors in subtraction and addition
-Does not follow a consistent strategy
-No concept of written directions
Action Plan:
-Bring back to basic subtraction in the ones and tens place
-Find out if he can read numbers up to the hundreds place
-Use ten frames
-Focus on math vocabulary

Karen:
Knowledge:
-Can borrow from the tens and knows how to subtract
Problem:
-Procedural- misses borrowing from the 100s and sometimes the 10s
place.
-Procedural- didnt read the directions correctly for finding the sum
(carried the estimation over in the directions).
Strategy:
-Use manipulatives to see regrouping.
-Go over with her the answers she missed
-Give her practice in subtraction with regrouping.

Steve:
Knowledge:
-Knew all of his addition and subtraction
Problem:
-Procedural had trouble with directions on 34.
Strategy:
Go over how we look at directions. Also have him explain his reasoning
on how he did the problems due to his unusual way of solving the
problems. Make sure he understands the underlying process in
subtraction.
-If you are going to reteach something from a paper, you need to put
the problems that students have on the previous assignment.
-Use the same format for the reteach as the rest of the assignments
-Put interventions between the practice and reteach.

Difficulties and Abilities of the Whole

Class:

The whole class had procedural difficulties with problem 34. This
problem concerned finding the sum. The previous problem discussed
estimation and students may have carried over the directions from the
second problem.
Students also seemed to have conceptual and procedural
difficulties with addition and subtraction. The procedural error with
borrowing in subtraction was common. Many of the students had
issues with regrouping. Students seemed unsure of possible strategies
that may be implemented when coming to add or subtract.
Overall, almost all students understood that they needed to use
regrouping/borrowing to complete the problem. The issue that arose
seemed to be that they were unsure which strategy to use to solve the
various problems.

Next Day Plan:

For the next day, I would first review a couple problems that
most students had difficulties with from the test on the doc projector
as a whole class so that students may have an immediate response to
their work. I would cover how we read directions, especially in regards
to problem 33 and 34. I would then proceed to a whole group math
talk using tens frames. We would begin with a subtraction problem
where I would model to the class telling a story about borrowing from a
neighbor to connect borrowing in subtraction to real life. I would then
have a student from each table group pass out the tens frames. Using
the same problem we just used from the story to discuss, I would have
students build the problem with their tens frames and go through
borrowing step by step with the hundreds, tens, and ones. After using
manipulatives to go through the problem, I would illustrate to students
how to solve the problem on the board as well. We would then discuss
different strategies students implement while solving subtraction
problems.